The Portal of Geriatrics Online Education

Intro to Clinical Medicine/Clinical Skills/Doctoring

Interprofessional Grand Rounds

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
2
Abstract: 

The Rowan University School of Osteopathic Medicine, together with the Rutgers University School of Nursing, and Rutgers School of Health Related Professions, piloted an interactive, team-based “Interprofessional Grand Rounds” as an instructional strategy to promote interprofessional care plan development and enhance understanding of roles and responsibilities across disciplines.  A total of 235 nursing, physical therapy, respiratory therapy, and medical students collaborated in small groups to problem-solve a complex, multi-faceted case presented with video elements to facilitate gait analysis.  Students answered case study questions using an innovative scratch-off ticket technique.  A team of interdisciplinary faculty facilitated the case-based group discussions. 

Educational objectives: 
  • Explain the importance of effective team communication in a healthcare setting
  • Stimulate team skills in respectful communication and cooperation by creating collaborative interprofessional groups
  • Report increased knowledge of other health care professions and individual confidence in taking an active role as a member of an interprofessional team
Additional information/Special implementation requirements or guidelines: 

Students were seated in small groups of 5 to 7 students representing different health care professions.  This design created a collaborative atmosphere and allowed open communication among the students from all professions.

  • Chairs in clusters (no tables)
  • Mixture of team members from each health care profession
  • Typical team composition: 3 to 5 Medical Students, 1 Nursing student, 1 to 2  Physical Therapy students, and 1 Respiratory Therapy student
Date posted: 
Mon, 10/12/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/12/2015
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Grand Rounds. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/208

Interprofessional Collaborator Mini-Course

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Physicians (and other health professionals) are often expected to participate with teams of health professionals; however, postgraduate training infrequently includes interprofessional (IP) or team training.  Thus, this curriculum was developed to teach and demonstrate the knowledge, skills and attitudes which lead to successful IP collaboration.  While created for an audience of in-training physicians, it may be used with other health professional audiences.

During a four-week geriatrics rotation, medicine interns complete a fifty-minute, in-person, multimedia lecture to introduce the IP collaborator concept and the Canadian and American IP competency frameworks. The IP pocket card is demonstrated and interns complete a guided, team-meeting video observation exercise. Using a SurveyMonkey, narrative reporting tool, interns analyze team competencies that they observe or initiate during geriatrics team meetings during the rotation. They report on two interactions. They complete a closing SurveyMonkey questionnaire and have an in-person debriefing.

Educational objectives: 

Given opportunity to work with interprofessional teams for patient care on the Geriatrics Block Rotation:

  • Learner will recognize interprofessional competencies.
  • Learner will understand the role of interprofessional collaborator.
  • Learner will observe and demonstrate the knowledge, skills and attitudes necessary to be an interprofessional collaborator according to CIHC and IPEC competencies
Publications from, presentations from, and/or citations to this product: 
Poster Presentation: Interprofessional Collaborator Curriculum
InterProfessional Care for the 21st Century
Redefining Education & Practice
Jefferson University, Philadelphia, PA
October 2014
Date posted: 
Tue, 06/14/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 04/03/2019
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Collaborator Mini-Course. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/208

The Geriatric Transitions Objective Structured Video Examination (GT-OSVE)

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
3
Abstract: 

OSVEs (Objective Structured Video Examinations) may be used to teach principles of effective interdisciplinary team-based transitional care.  First introduced at the Medical College of Wisconsin in the mid-1990s, the OSVEs were used as brief “trigger videos” demonstrating ACGME competencies to which trainees would respond by completing multiple-choice or fill-in-the blank questions.  The Geriatric Transitions OSVE (GT-OSVE) replaces the individual, paper-based exercise with an experiential, team-based exercise focused on transitions of care.  The GT-OSVE also addresses interprofessional (IPE) competencies, including the importance of understanding the roles of other health care professionals.  A series of three GT-OSVE cases was developed with HRSA Geriatric Academic Career Award support (#K01HP20487) to meet an unmet need in care transitions education.  Most existing care transitions educational materials focus on the time of hospital discharge.  The three GT-OSVE cases focus instead on post-hospital transitional care in various settings, including the outpatient primary care clinic, skilled nursing facility and assisted living facility.  The GT-OSVE case presented here (“Hospital to Outpatient Care Transition”) is the first case in this series and addresses the first post-hospital primary care outpatient visit.  The GT-OSVE “Hospital to Outpatient Care Transition” case is a required component of the Patient-Centered Medical Home (PCMH) rotation for third-year family medicine residents at the University of Utah.  These residents work with clinical pharmacy residents and physician assistant students to complete the GT-OSVE exercise.  The GT-OSVE was designed to be applicable to health professions trainees ranging from novice (e.g. preclinical medical student) to advanced (e.g. senior medical resident), and to be equally relevant to both interdisciplinary teams and teams whose members are all of the same discipline.

Educational objectives: 

Upon completion of this material you will be able to: 

1. Understand best practices in post-hospital transitional care.
2. Acquire practical experience in formulating a high-quality, team-based transitions plan.
3. Discuss the contributions of other health professions trainees in formulating effective transitions.

Additional information/Special implementation requirements or guidelines: 

Order of Resource Files


First, trainees should complete the pretest and self-efficacy survey.


Second, faculty facilitator(s) should consider emailing trainees the links to the online transitions and team functioning modules found in the optional advance preparation assignment document.  This content may be reviewed on each trainee’s own time prior to the didactic session.  The “Geriatric Interdisciplinary Team Training (GITT)” module is freely available; permission has been granted from the author of the “Transitions of Care:  Leaving the Hospital” module to use this module as an advance preparation assignment for the GT-OSVE.


Third, faculty should deliver the care transitions didactic presentation to trainees prior to the GT-OSVE exercise.  This didactic reinforces and expands upon the care transitions and team leadership content of the optional advance preparation assignment.


Fourth, on the day of the GT-OSVE exercise, faculty should ask each team member to discuss his or her role (e.g. resident, physician assistant, pharmacist, nurse, social worker).  A team leader (not necessarily the medical student or resident) should be identified.   Faculty should review the faculty and team leader instructions and discuss them with the team (see also “Facilitation Schema” below).  Trainees should then be provided with the hypothetical patient chart corresponding with Mr. John Coleman so that they have access to the same information as the resident physician depicted in the video.  Trainees should also be provided with the after-visit summary template that prompts them to consider Coleman’s “four pillars” of transitional care as well as barriers to transitional care.


Fifth, the video file, “Hospital to outpatient care transition,” should be shown.  The team leader should facilitate team discussion and should elicit the contributions of each team member.  After the team discussion, the team leader should present to faculty the transitions plan agreed upon by the team.  The faculty checklist of care transitions and team leadership domains should be used by faculty to help track the extent to which the team leader addresses key care transitions domains and identifies barriers to the transitions plan during his or her presentation of the transitions plan, and also the extent to which the team leader facilitates the transitions plan among the team. Finally, each trainee should complete the post-test and self-efficacy survey.


Practical implementation advice
The GT-OSVE case, “Hospital to Outpatient Care Transition,” was designed to ease the scheduling demands often inherent in interdisciplinary education.   Since this GT-OSVE case presents a videotaped encounter with a standardized patient, programs do not need to compensate or schedule standardized patients.  Required materials include a computer with Internet access, PowerPoint slides, and hard copies of ancillary materials including pretest and posttest surveys, faculty and team leader instructions, hypothetical patient chart materials, after-visit summary template and faculty checklist.  Optional materials include the advance preparation assignment and a projector and screen, although the video case can be displayed on a laptop with small groups.  Trainees will require 40 minutes to review the online modules prior to GT-OSVE administration.  Faculty should allow approximately 60 minutes on the day of the GT-OSVE exercise to include the following activities: explanation of the GT-OSVE exercise (10 minutes), viewing of the “Hospital to Outpatient Care Transition” video case (10 to 15 minutes), team formulation of the transitions plan (10 minutes), presentation of the transitions plan by the team leader to faculty (5 minutes), faculty debrief and team discussion (10 minutes) and completion of the posttest survey (5 minutes).  At least one faculty member must be present to set up the video and hard copy materials, introduce the case and debrief trainees at the end of the session.  Whenever possible, faculty from additional disciplines should participate to enrich the feedback provided to trainees during the debriefing component.  Estimated faculty preparation time includes reviewing the online modules (40 minutes), PowerPoint slides and GT-OSVE case (60 minutes), and hard copy materials (30 minutes).

Strategies to avoid potential pitfalls
We have noticed several potential pitfalls when administering the GT-OSVE “Hospital to Outpatient Care Transition” case.  First, depending on the personality of the trainees involved, one trainee sometimes dominates the team discussion.  In order to ensure that each trainee contributes to the transitions plan equitably, we created the after-visit summary template containing the “four pillars” of effective care transitions as well as a fifth component (barriers to an effective transition).  We ask each trainee to jot down notes on this after-visit summary template as they watch the GT-OSVE with the expectation that the team leader will elicit and integrate the contributions of each trainee.  This approach has reduced the tendency of one team member to dominate the discussion.  Second, we noticed that the 4 minute and 36 second pre-visit planning section section (from 0:00 to 4:36) and the 3 minute and 14 second post-visit planning section of the GT-OSVE “Hospital to Outpatient Care Transition” video (from 12:01-15:15), which depicts a resident physician modeling pre and post-visit planning with a medical assistant and a care manager, can prompt trainees with numerous items to include in the transitions plan.  As a result, we generally reserve the pre and post-visit planning sections of this GT-OSVE case for more novice teams of trainees, such as preclinical medical students, who are less likely than more advanced trainees to be familiar with the medical home setting.  This reduces the length of the video to 9 minutes and 10 seconds (4:37 – 12:00 and 15:16-17:03). Third, we noticed that stopping the video at 12:00 (just after the conversation with Mr. Coleman and his daughter-in-law) works well since, when trainees viewed the end of the clinical encounter (15:16 – 17:03) before discussing the case as a team, they provided feedback that the office visit was over and that parts of the transitions plan had already been presented in the video before they had an opportunity to formulate their own transitions plan.  We now play the last part of the clinical encounter (15:16-17:03) after the trainees present their transition plan.  This approach has worked well since the final segment demonstrates that even a carefully crafted transitions plan might not succeed if the patient is not fully engaged in the plan.  Finally, there may be instances in which more than one trainee from a single discipline is present (e.g. two physician assistant students).  When this occurs, we encourage the “duplicate” trainee to consider attending to aspects of the case they might not often address (e.g. nutritional, psychosocial, or functional issues).  We feel this approach helps increase trainees’ appreciation for the roles of other disciplines, even when trainees from other disciplines are not present, and also demonstrates that team members’ roles can often overlap.


Limitations of the resource and opportunities for improvement
The most important limitation of the GT-OSVE involves its videotaped format.  Although the videotaped standardized patient encounter ensures lack of variability in the case from session to session, we are unable to reproduce the spontaneity of live interactions between trainees and the standardized patient.  However, faculty can rewind the video to replay particularly noteworthy video clips and use this technique as a basis for discussion with their trainees.  The GT-OSVE could also serve as a training video to create a live OSCE session dedicated to care transitions.  We also recognize that the length of time (25 to 30 minutes) allotted for the team members to watch the video, formulate a transitions plan and present to a faculty preceptor may be longer than the time allotted during a real-world post-hospital primary care outpatient visit.  We mention in our faculty debrief to trainees that they may have less time to conduct real-world transitional care visits, and we emphasize that best practices in care transitions taught by the GT-OSVE case can be an organizing principle to help them structure what can otherwise be chaotic office visits following hospital discharge.  We also discuss in our faculty debrief to trainees the importance of other team members’ roles and working as a team to best meet the complex needs of vulnerable older adult patients in a timely fashion.

Permissions for Advance Preparation Assignment Materials

The GITT (Geriatrics Interdisciplinary Team Training) modules are freely available online from the Hartford Institute for Geriatric Nursing.

The online module entitled "Transitions of Care:  Leaving the Hospital" is used with permission from Kathyrn Eubank, MD.

Publications from, presentations from, and/or citations to this product: 

Publications
Farrell T, Brunker C (2015). GT-OSVE: A Method to Teach Effective Interdisciplinary Team-Based Post-Hospital Transitional Care [Web]. MedEdPORTAL Publications.  Available from: https://www.mededportal.org/publication/10129 http://dx.doi.org/10.15766/mep_2374-8265.10129 - See more at: https://www.mededportal.org/publication/10129#sthash.R35yConZ.dpuf.


Farrell TW, Brunker C, Wong B, Luptak M, Supiano KP (2015). Health professions trainees' satisfaction with the Geriatric Transitions Objective Structured Video Examination (GT-OSVE) and self-efficacy in care transitions domains [Abstract]. Journal of the American Geriatrics Society, 63(S1), S56.


Farrell TW, Brunker CB (2014). Tools you can use: geriatric structured video examination [Web]. John A. Hartford Foundation. Available from: http://www.jhartfound.org/blog/tools-you-can-use-geriatric-transitions-objective-structured-video-examination/


Presentations
Farrell TW. Health professions trainees' satisfaction with the Geriatric Transitions Objective Structured Video Examination (GT-OSVE) and self-efficacy in care transitions domains. American Geriatrics Society 2015 Annual Scientific Meeting, National Harbor, MD.


Farrell TW, Brunker CP, Supiano KP (2015). The Geriatric Transitions Objective Structured Video Examination (GT-OSVE): an interdisciplinary approach to teaching and assessing best practices in transitional care. University of Utah Division of Geriatics: Research in Progress series.


Farrell TW and Brunker CB (2014). The Geriatric Transitions Objective Structured Video Examination (GT-OSVE): an interdisciplinary approach to teaching and assessing best practices in transitional care. Society for Social Work Leadership in Health Care (SSWLHC) 49th Annual Conference, Salt Lake City, UT.


Farrell TW (2014). Geriatric Transitions Objective Structured Video Examination (GT-OSVE). Department of Veterans Affairs National GEC Leads Virtual Conference.


Farrell TW and Brunker CB (2014). Geriatrics Transitions Objective Structured Video Examination (GT-OSVE). HRSA Geriatric Academic Career Award: Quarterly Technical Assistance Call.


Farrell TW (2014).  Geriatrics Transitions Objective Structured Video Examination (GT-OSVE).  John A. Hartford Center of Geriatric Nursing Excellence annual site visit.


Luther B, Farrell TW, Wilson R (2014). Innovative methods of developing interprofessional education. University of Utah College of Nursing Care Management Workshop: Developing Skills of Change. Salt Lake City, UT.


Farrell TW. Objective structured video examinations (OSVEs) focused on transitions of care. Presented at Education Product Showcase, American Geriatrics Society 2013 Annual Scientific Meeting. Grapevine, TX.


Farrell TW, Brunker CB (2013). Geriatric transitions objective structured video examination (OSVE). Marketplace II session, Donald W. Reynolds Foundation 11th Annual Grantee Meeting. Coronado, CA.


Farrell TW, Brunker CB (2012). Geriatric transitions objective structured video examination (OSVE). Presented at Marketplace I session, Donald W. Reynolds Foundation 10th Annual Meeting. St. Louis, MO.


Farrell TW (2012). Geriatric Transitions Objective Structured Video Examination (OSVE).  John A. Hartford Center of Geriatric Nursing Excellence annual site visit. Salt Lake City, UT.


Farrell TW (2012).  Geriatrics Transitions Objective Structured Video Examination (GT-OSVE).  John A. Hartford Center of Geriatric Nursing Excellence annual site visit.  Salt Lake City, UT.


Farrell TW and Nagoshi M (2012).  Interprofessional education products developed by the University of Utah and the University of Hawaii. 'Geri-West' consortium conference call.


Citations
US Department of Health and Human Services.  Multiple chronic conditions resource summary:  Geriatric Transitions Objective Structured Video Examination (GT-OSVE).  Available at:  http://www.hhs.gov/ash/initiatives/mcc/educational...

 

 

 

 

Date posted: 
Thu, 10/06/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 06/30/2019
Product Viewing Instructions: 
Each user is asked to indicate his or her name, degree, academic title, name of institution or organization, contact information, purpose for using OSVE videos, and disciplines of those using the videos.
Contact Person/Corresponding Author:



Suggested Citation:
The Geriatric Transitions Objective Structured Video Examination (GT-OSVE). POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/208

Evaluation and Management of Late Life Psychosis

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

This self-directed, web-based, interactive educational module addresses the evaluation and management of psychosis in older adults.

Educational objectives: 

After reviewing this module, learners should be able to:

1) list examples of psychotic symptoms.

2) describe the steps involved in performing a diagnostic work-up.

3) summarize treatment principles.

Additional information/Special implementation requirements or guidelines: 

Author:  Mary Camp, MD

Geriarician:  Amit Shah, MD

Medical Illustrator:  Lindsay Oksenberg, MA

Date posted: 
Tue, 01/20/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/20/2015
Contact Person/Corresponding Author:



Suggested Citation:
Evaluation and Management of Late Life Psychosis. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/208

Cognitive Assessment in the Elderly

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

This module demonstrates how to administer the Montreal Cognitive Assessment Test (MoCA).  The MoCA was created to screen patients who present with mild cognitive complaints and who usually perform in the normal range on the Mini-Mental State Examination or MMSE.

Educational objectives: 

After reviewing the module, learners should be able:

  • to know when to utilize the MoCA to screen a patient.
  • to know how to perform and score the MoCA.
Additional information/Special implementation requirements or guidelines: 

Quicktime is needed to view this video.

Author:  Mary Ellen Quiceno, MD

Geriatrician:  Belinda Vicioso, MD

Medical Illustrator: Lindsay Oksenberg, MA

Date posted: 
Tue, 12/02/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 12/02/2014
Contact Person/Corresponding Author:



Suggested Citation:
Cognitive Assessment in the Elderly. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/208

Degenerative Aortic Stenosis

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

The UT Southwestern SAGE Aortic Stenosis module is self-directed learning of degenerative aortic stenosis in the elderly. After completion of the program, medical students will have reviewed the disease, patient presentation, physical exam and treatment of aortic stenosis.

Educational objectives: 

After completion of the aortic stenosis module, learners will be able to describe:

  • anatomy and physiology of aortic stenosis
  • patient symptoms of aortic stenosis
  • diagnosis of aortic stenosis
  • treatment of aortic stenosis
Additional information/Special implementation requirements or guidelines: 

Quicktime is needed to view this material.

Author:  Melane Sulistio, MD

Geriatrician:  Kathryn Eubank, MD

Medical Illustrator: Lindsay Oksenberg, MA

Date posted: 
Tue, 12/02/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 12/02/2014
Contact Person/Corresponding Author:



Suggested Citation:
Degenerative Aortic Stenosis. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/208

A Geriatric Interview with the Gynecologist

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
0
Abstract: 

Assessing and treating gynecologic conditions is important in all decades of a woman's life.  Each decade of life presents a unique set of issues for women.  During the senior period of a woman's life, the conditions to assess can be nongynecologic in nature including osteoporosis, fall risk, memory and activities of daily living.  This video will help serve as a guide when screening the older adult female population for any issues related to aging.  If issues do exist, referral to a geriatric specialist may be appropriate for further evaluation.

Educational objectives: 

After reviewing the video, the learner should be able to:

1) to conduct a thorough gynecologic and nongynecologic history in the older adult female population such as osteoporosis, fall risk, memory and activities of daily living. 

Additional information/Special implementation requirements or guidelines: 

Quicktime is needed to view this video.

Gynecologists:  Mary Jane Pearson, MD; Irwin Kerber, MD

Geriatrician:  Belinda Vicioso, MD

 

Date posted: 
Tue, 12/02/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 12/02/2014
Contact Person/Corresponding Author:



Suggested Citation:
A Geriatric Interview with the Gynecologist. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/208

Interprofessional Standardized Patient Exercise (ISPE): The Case of “Elsie Smith”

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
3
Abstract: 

Interprofessional education (IPE) occurs when students/trainees of two or more healthcare professions engage in learning with, from, and about each other, and is viewed as a primary mechanism through which to improve interprofessional teamwork and the quality and safety of patient care. This Interprofessional Standardized Patient Exercise (ISPE) was created to provide health professions students with a structured learning experience working within an interprofessional health care team. The case of “Elsie Smith” involves multiple complex chronic medical conditions in an older adult with many needs and limited resources. It highlights the need to address medical, functional status, and social domains, among others, and accordingly is designed to be relevant to many health professions. It can easily be adapted according to the types of health professions students available. At our University, participants were from seven schools or programs: dentistry, medicine, nursing, nutrition, pharmacy, physical therapy, and social work. All students were in their 3rd or 4th year, except for the nurse practitioner and social work students, who were in their 2nd year of training, and dieticians completing a one year internship. Students work in interprofessional teams to interview the standardized patient and create an integrated, comprehensive patient care plan. Faculty facilitators from participating schools/programs observe the students and lead debriefing sessions.

Educational objectives: 
  1. Students will demonstrate the ability to effectively communicate and collaborate with students from other health professions.
  2. Students will demonstrate the ability to efficiently interview and assess a patient with multiple chronic illnesses, showing sensitivity to a patient’s personal needs and resources.
  3. Students will develop a comprehensive care plan in collaboration with other health professions students to meet the patient’s healthcare needs.
  4. Students will describe the role of other healthcare professionals in caring for a patient with multiple chronic illnesses.
Additional information/Special implementation requirements or guidelines: 

This material was initally posted on MedEdPORTAL:

Rivera J, Yukawa M, Hyde S, Fitzsimmons A, Christman J, Gahbauer A, Scheid A, Wamsley M. Interprofessional Standardized Patient Exercise (ISPE): The Case of “Elsie Smith”. MedEdPORTAL; 2013. 

www.mededportal.org/publication/9507

Publications from, presentations from, and/or citations to this product: 
Date posted: 
Wed, 09/24/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 03/22/2018
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Standardized Patient Exercise (ISPE): The Case of “Elsie Smith”. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/208

Breaking Bad News using Role-Playing: A Multimedia Instructional Activity for Faculty/Facilitators Teaching Medical Trainees

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Sponsors: 
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

A small-group instructional session on breaking bad news has been a component of the medical student curriculum in the University of Miami Miller School of Medicine’s Longitudinal Theme in Geriatrics, Pain Management and Palliative Care for many years. The session used two complex clinical scenarios; each unfolding over 3-parts (see van Zuilen, et. al., at www.mededportal.org/publication/9604). For several years, faculty/facilitators expressed anxiety and uncertainty in their abilities to facilitate these complex scenarios using role-playing. In order to address faculty concerns the lead author developed a variety of shorter cases that progress through increasingly more difficult clinical scenarios. The author used these shorter clinical scenarios over several years and the sessions were rated equally well by students compared to the original cases. The faculty curriculum developers believed this new format lent itself to recording as a multimedia module: shorter cases more readily demonstrate the skills of delivering bad news. This recorded instructional activity was prepared and produced through a collaborative effort between faculty and students. We believe this recorded adaptation of the breaking bad news session provides a valuable learning opportunity and resource for faculty, especially those with limited experience in facilitating role-playing instructional activities. One drawback in using shorter cases is that students have a limited opportunity to practice the structured format (Buckman’s 6-step or SPIKES) for delivering bad news. Students may need to be given other opportunities in the curriculum to demonstrate their competency in using a structure format.

Educational objectives: 

Learning objectives for Faculty/Facilitators

After viewing and understanding the module and related materials, faculty/facilitators will be able to:

  1. use role-playing as an instructional activity
  2. implement or augment a role-playing instructional activity for breaking bad news within their curriculum

 

Learning objectives for Students

Using short scenarios, the student will:

  1. Appreciate the physician’s responsibilities regarding breaking bad news
  2. Understand the six-step protocol for breaking bad news
  3. Appreciate the impact receiving bad news can have on patients
  4. Develop communication skills for breaking bad news
Publications from, presentations from, and/or citations to this product: 

To view the original educational material from which this material was adapted, see van Zuilen, et. al., at www.mededportal.org/publication/9604

Date posted: 
Fri, 01/24/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 01/24/2014
Contact Person/Corresponding Author:



Suggested Citation:
Breaking Bad News using Role-Playing: A Multimedia Instructional Activity for Faculty/Facilitators Teaching Medical Trainees. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/208

Brief Cognitive Screening in Older Adults

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

This module provides an overview of a variety of brief cognitive screening measures that exist in the public domain and can easily be integrated in care settings that serve older adults. The online module is designed to be an interactive didactic experience, which includes short videos, reflection questions, and experiential exercises.

Although this module is best implemented as a group activity with partners (particularly Section 3, which includes role play as both clinician and patient), it can be adapted and completed individually as well.

Educational objectives: 
  1. Discuss the purpose of evidence based brief cognitive screening instruments
  2. Review pros and cons of five brief screens
  3. Practice administration and scoring of brief cognitive screens.
Additional information/Special implementation requirements or guidelines: 

The entire course for Brief Cognitive Screening for Older Adults is hosted on the Oklahoma Geriatric Education Center (Ok-GEC) website through the Donald W. Reynolds Dept of Geriatric Medicine at the University of Oklahoma Health Sciences Center (OUHSC). http://www.ouhsc.edu/okgec/documents/Sorocco_Online_Courses/BriefCognitiveScreenCourse.pdf and consists of three sections:

  1. Intro to Brief Cognitive Screens for Older Adults: Includes link to webinar and two open-ended reflection questions (Survey Monkey link).
  2. Selecting a Brief Cognitive Screen for Older Adults: Includes link to webinar, links to download and review 5 brief cognitive screening tools, and reflective question (Survey Monkey link).
  3. Experience Using a Brief Cognitive Screen for Older Adults: Includes link to webinar, an experiential exercise of provider/patient role play (you will need to find a partner for this exercise) with instrument of choice (from the links provided in Section 2) to practice administration and scoring, reflective question, and final learner and course assessments (Survey Monkey link).
Date posted: 
Tue, 09/23/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 05/01/2015
Product Viewing Instructions: 
Please view course at: http://www.ouhsc.edu/okgec/documents/Sorocco_Online_Courses/BriefCognitiveScreenCourse.pdf
Contact Person/Corresponding Author:



Suggested Citation:
Brief Cognitive Screening in Older Adults. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/208

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